Essay
Effects of Bilingual Learning on Fraction Comprehension in Mathematics
Washington State University
Spring 2021
DOI:
https://doi.org/10.7273/000003778
Abstract
There is a strong idea in the mathematics world that the processes and structures of logic, analysis, and quantity can extend beyond cultural and linguistic boundaries. This idea is exemplified in the classification and common reference to mathematics as the “universal language.” However, there appear to be mathematical subject matters that require context and connections within a certain spoken language. Therefore, it could be assumed that such topics may cause disruption when in a bilingual setting. Through this paper, a snapshot of this topic was observed. Specifically, the denominator-first nomenclature of fractions in the East, which appears entirely backwards from the Western approach, was considered. In studying this matter, a response-time based assessment was given to native Eastern Asian language speakers and native English speakers. The assessment provided fractions written out in both denominator-first and numerator-first manners and asked the participants to select the correct symbolic representation of the fraction. The response-time from each question was recorded to analyze differences in abilities between the two groups of assessed participants.
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Details
- Title
- Effects of Bilingual Learning on Fraction Comprehension in Mathematics
- Creators
- Sean Swalling (Author)
- Contributors
- JOSHUA BONZO (Supervisor) - Washington State University, Languages, Cultures, and Race, School of
- Academic Unit
- Honors Theses (WSU Pullman)
- Publisher
- Washington State University
- Identifiers
- 99900720966101842
- Language
- English
- Resource Type
- Essay